This paper analyses the scientific inquiry in the context of modelling physical systems and point out some related teaching/learning strategies. Two relevant points are also discussed: i)- the different representations of scientific inquiry held by a sample of secondary school physics teachers and their competencies in conducting investigations aimed at solving scientific problems; ii)- what kind of supports can be supplied to teachers in order to modify their misconceptions about scientific inquiry and develop adequate competences related to Pedagogical Content Knowledge of Scientific Inquiry. The topic will be analysed in the light of some preliminary results of a course for in-service physics teacher education held at University of Palermo in the framework of Establish, an FP7 EU Project.
|Titolo della pubblicazione ospite||Frontiers of Fundamental Physics and Physics Education Research|
|Numero di pagine||8|
|Stato di pubblicazione||Published - 2014|
|Nome||Springer Proceedings in Physics|